藏汉双语教学实施成效调查——以西藏拉萨地区的双语教学为例  

A Survey on the Effects of the Tibetan-Chinese Bilingual Teaching——with Lhasa as an Example

作　　者：许文俊[1] 

机构地区：[1]西北师范大学西北少数民族教育发展研究中心,甘肃兰州730070

出　　处：《当代教育与文化》2013年第2期106-110,共5页Contemporary Education and Culture

基　　金：2011年度国家社会科学基金项目"民族地区双语教育成效与问题调查研究"(11BMZ051)阶段性成果;2010年度教育部人文社会科学研究一般项目"民族地区双语教学的理论基础与实践模式研究"(10YJA880134)的阶段性研究成果;西北师范大学2011年度青年教师科研能力提升计划项目"藏汉双语教学实施现状研究"(SKQNGG11016)的阶段性研究成果

摘　　要：西藏自治区推行的以汉为主加授藏语文的双语教学模式是我国藏区最有效的双语教学模式之一。通过对藏汉双语教学政策的调查发现拉萨市大多数教师了解藏汉双语教学政策、认同双语教学政策,能很好地贯彻执行这些政策;拉萨市藏汉双语教学模式较为复杂,主要包括三种模式;在教材方面,初中阶段学生除藏族班加授的藏语文课程使用藏文教材以外,其余课程全部使用人民教育出版社统编汉文教材;藏汉双语师资以藏族教师为主,藏族教师占92.5%;文化背景、学习动机、习得环境等三个因素是影响藏族学生藏汉双语学习的主要因素。The bilingual teaching mode implemented in Tibet, with Chinese as the primary and the Tibetan language as the supplementary, is one of the most effective teaching modes in Tibet. To ameliorate this mode of bilingual teaching, we conducted a survey, with Lhasa as the target. By means of a research into the policy of the Tibetan-Chinese bilingual teaching, we find that most teachers in Lhasa know and accept and in most cases can implement the policy; the modes in Lhasa are varied, mainly including three modes; as to the use of textbooks, apart from the Tibetan textbooks exclusively for the Tibetan junior mid-school students, all textbooks are Chinese, compiled by the People＇s Education Press; most bilingual teachers are Tibetan, accounting for 92.5%; and cultural background, motive, acquisition environment are the three major factors that influence the Tibetan-Chinese bilingual learning of theTibetan students.

关 键 词：藏汉双语教学 教学模式 成效 

分 类 号：G752[文化科学—教育学]